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The use of students' native languages by teachers and other students has
been associated with better social skills and students' well-being in schools
moreover, a bilingual setting defines "students' linguistic and cultural resources as
assets" (Michael, Andrade, & Barlett 2007: 169), positioning students as successful
from the start. In bilingual schools, the norm is bilingualism, posing no threat to
students' identity. In monolingual schools, students struggle with cultural adaptation
Often, elements of Whether they should or should not make apparent Reviews their
language and culture of .. Further, the presence of bilingual personnel facilitates
students' immediate connection with adults in the school without having to wait to
master English. And the based on wikipedia Bilingual is the use of two languages by
someone speakers in interaction with others in turn.
The term bilingualism is associated with the use of two languages or two
of code language. In sosiolinguistics in general, bilingualism is defined as the use of
two language support by a speaker in interaction with others in turn abdul Chaer
(2010: 84). To be Able to use two languages would have to master both languages.
First, his own mother tongue or first language (in short B1), and the second is the
which another language is the language of both (in brief B2). People who use both
language support was called bilingual. whereas the ability to use two languages
called bilingualitas, in addition to the term bilingualism with all there is Also a term
that is the state of multilingualism in use more than two languages by a person in
interaction with others in turn.
Robert lado (1964: 214) says that bilingualism is the ability to use
language by someone with the same good or nearly equal. The technically Refers to
the knowledge of two languages, no matter what level '.
DISCUSSION
DIGLOSIA
William Stokoe and others (eg Stokoe 1969-1970; Woodward 1973;
Washabaugh 1981) argues that American Deaf This community is described as
diglossic, with various forms signed, serves both spoken and written English as H
prestigious (and used in formal contexts), while ASL can be described as the
language L (And it is only used in the context of informal). Differences prestige is
related to educational attainment: the competent signatories (signed) Russia called
gramotnye ( 'literate'), while they are only used RSL labeled negramotnye
( 'illiterate'). , For many of the American community situation seems to be one of
the comprehensive bilingualism (English, ASL). This raises for various phenomena of
contact in both formal and informal contexts , As tandaan shift between different
segments of the continuum by sociolinguistic familiar categories such as recipients,
subject, situation and the desire to build a social identity
L variety often showed a tendency to use the words learned from the
various H, especially when the speaker is trying to use the L variety of a more
formal way. The result is a mixture of H vocabulary specific to L.
Haiti and the linguistic situation in Greece very closely with the relations
of power between social groups. Traditionally, in every country has been associated
with a variety of H and L elite variety with others. Diglossia strengthen social
differences. It is used to define social position and to keep people in their place,
especially at the lower end of the social hierarchy. Any move to extend the various
L, even in the case of Haiti to make the population of any variety, may be
considered to be a direct threat to those who wanted to maintain the traditional
relationship and the existing power structure.
They require the use of very different varieties of the same language,
and there are some good examples. Fishman has been to expand or extend the
term to include more types of the language situation. To diglossia is' an endur-ing
social setting, extending beyond the period of at least three generations, so that the
two "languages" each have a safe function, phenomenological legitimate and widely
implemented them. He added, though, that in the case of two varieties of the same
language, they become 'quite different from one another that, with-out schools, an
increasing range can not be understood by speakers of regional languages'.
Fishman's proposal expands the concept of 'diglossia' to post bilingual and
multilingual situations where different languages have different functions. For
example, the language used in one set of circumstances and the other in a totally
different and that difference is felt normal and appropriate.
This extended definition of diglossia shows that diglossia and bilingualism can
berinteraksi. We can therefore have diglossia with bilingualism as in German-
speaking parts of Switzerland, and the Paraguay
Mentioned just example. Such a situation requires different groups within
an area to speak different languages (where one is H and one L in terms of the
society), but where members of one group rarely if ever speak the other group's
language. Such situations were common in countries roomates were
colonies of another power; The simplest reason is that both concern the
fundamental realities of our communicative lives. It is unfortunate that most
speech-language professionals are monolingual, and that linguistic and Clinical
Reviews their education has operated under the tacit assumption that
monolingualism is the norm. since CS is a normal part of a bilingual's
communicative behavior, and since increasing numbers of children and adults
Referred to speech-language clinics are bi- or multilingual, we can not ignore what
amounts to a substantial part of Reviews their communicative repertoires.
BILINGUAL
New Standard for spoken language expects students to present their own
thinking and understand the perspectives of others). classroom interaction that
allows negotiation of ideas and meanings encourage this kind of learning. In an
environment that promotes bilingualism students tend to feel constrained to
participate because all the channels linguistics open for use, which makes it
possible to switch codes and thus free to concentrate on the topic rather than
struggling to find the words .Next, when students function in the weaker language,
content acquisition becomes more challenging. When English learners are exposed
instruction content in a more powerful, they are more likely to understand the
concept of instruction, which sets the stage to promote the acquisition of a second
language. With the conceptual foundations established through language, English
language teaching can begin to attract the attention of students for a more
prominent aspects of second language acquisition, including syntax, semantics, and
morphology development. As this component of the English language evolved,
access to the New Standards provided through native language instruction should
begin to show across languages.
Although there are many benefits attached to the bilingual programming and
their application to the New Standards, there are some obvious challenges that face
bilingual program that operates at the level of federal, state, county, and school.
One of the perennial challenge is the idea of the people that apply in most areas of
the US are learning the letters and learning content in languages other than English
and most of the time spent not learning English. the perspective of English and
other languages that have been foisted on the state education system in recent
years, and has made the implementation of the bilingual program is very
challenging in some countries. However, bilingual education programs do exist in
many countries, and here we characterize the challenges of ensuring the
implementation of New Standards quality in three domains: assessment, teacher
training, and curriculum.
CONCLUSION
Bilingual education and educators have the opportunity to play an
important role in the context of a New Standard for this program and their teachers
always have a core of language instruction and literacy development, including
academic language functioning in various areas of the curriculum. In turn, the New
Standards can positively influence the programs and educators to emphasize that
the content acquisition as important as language acquisition. So, Bilingualism and
diglossia community is people who mastered two or more languages are used
interchangeably, but each other languages have their respective roles
References
Martin J. Ball (2005) Clinical Sociolinguistics .india: Replika Press
Chaer A. dan Agustina L. (2010). Sosiolinguistik Perkenalan Awal. Jakarta: Rineka Cipta.
Rajend mesthrie, joan swann,ana deumert and william l. Leap (2009) introducing
sociolinguistics, george square :edinburgh university press
http://id.m.wikipedia.org>wiki>diglosia
Diglosia fenomena yang tersebar luas di dunia, juga dibuktikan dalam ruang dan
waktu dalam bahasa terkait bahasa alami masyarakat .Situasi diglossic ada di
masyarakat saat ini memiliki dua kode yang berbeda yang menunjukkan pemisahan
fungsional yang jelas; yaitu, satu kode yang digunakan dalam satu set keadaan dan
yang lainnya di yang sama sekali berbeda. utama dari fenomena diglossic: Arab,
Swiss Jerman, Haiti (Perancis dan Creole), dan Yunani.
Dalam situasi Arab dua varietas klasik Arab (H) dan berbagai varietas sehari-hari
daerah (L). Although they are long time mutual knows, based on literature language
of dialect.
Sebuah ciri khas utama dari diglosia adalah bahwa dua varietas disimpan cukup
terpisah dalam fungsi mereka. Satu digunakan dalam satu set keadaan dan yang
lainnya di yang sama sekali berbeda. Misalnya, varietas H dapat digunakan untuk
menyampaikan khotbah dan ceramah formal, terutama di parlemen atau legislatif
tubuh, untuk memberikan pidato politik, untuk menyiarkan berita di radio dan
televisi, dan untuk menulis puisi, sastra baik, dan editorial di koran . Sebaliknya,
varietas L dapat digunakan dalam memberikan instruksi kepada pekerja di
pekerjaan rendah prestise atau pembantu rumah tangga, dalam percakapan dengan
familiar, di 'sinetron' dan program populer di radio, di keterangan pada kartun
politik di surat kabar, dan di 'sastra rakyat.' pada kesempatan, seseorang mungkin
pengaturan, misalnya, di ruang kelas atau sebagai bagian dari indoktrinasi agama
atau budaya. Sejauh itu, berbagai H adalah 'Diajarkan,' sedangkan L berbagai
adalah 'belajar.' Pengajaran membutuhkan ketersediaan tata bahasa, kamus, dan
beberapa banyak diterima tentang sifat apa yang diajarkan dan bagaimana hal ini
sangat efektif untuk diajarkan. Mereka juga cenderung tidak dikenal kepada orang-
orang yang penggunaan bahasa mereka menggambarkan atau diterima dengan
baik oleh orang-orang,
Situasi linguistik di Haiti dan Yunani sangat erat dengan hubungan kekuasaan antara kelompok-
kelompok sosial. Secara tradisional, di setiap negara berbagai H telah dikaitkan dengan elit dan L
berbagai dengan orang lain. Diglosia memperkuat perbedaan sosial. Hal ini digunakan untuk
menegaskan posisi sosial dan untuk menjaga orang di tempat mereka, terutama yang di ujung
bawah dari hirarki sosial. Langkah apapun untuk memperpanjang berbagai L, bahkan dalam
kasus Haiti untuk membuat populasi pun beragam, mungkin akan dianggap menjadi ancaman
langsung bagi mereka yang ingin menjaga hubungan tradisional dan struktur kekuasaan yang
ada.
The simplest reason is that both concern fundamental realities of our communicative
lives. It is unfortunate that most speech-language professionals
are monolingual, and that their linguistic and clinical education has operated
under the tacit assumption that monolingualism is the norm. Since CS
is a normal part of a bilinguals communicative behavior, and since increasing
numbers of children and adults referred to speech-language clinics are
bi- or multilingual, we cannot ignore what amounts to a substantial part of
their communicative repertoires.
BILINGUAL
Para profesional ini memberikan kuat dalam membangun model dewasa bilingual
akademis sukses Tej K. Bhatia and William C. Ritchie (2006 : 49).gracia think
program bilingual berkualitas tinggi yang mempromosikan belajar dari
dan dalam dua bahasa adalah pengaturan pendidikan utama untuk
mendukung konten dan bahasa tuntutan baru dari Standar Baru. Program-
program ini (1) memfasilitasi bahasa, melek huruf, dan konten-area belajar dengan
menyediakan siswa dengan kesempatan untuk berfungsi dalam bahasa di mana
mereka terbaik dapat melaksanakan tugas-tugas yang relevan dan (2)
mempromosikan tingkat tinggi bilingualisme yang berdampak positif keaksaraan
dan kognitif pengembangan yang konsisten dengan tuntutan Standar Baru.
Fasilitasi linguistik seperti program Bilingual, yang telah tumbuh semakin langka
dalam beberapa tahun terakhir, menawarkan affordances besar dalam mengurangi
pelaksanaan Standar Baru karena belajar mengajar, khususnya di bidang konten,
terjadi dalam bahasa di mana siswa paling sepenuhnya mahir. Sehingga siswa jauh
lebih mungkin untuk dapat mengakses integrasi kompleks bahasa dan konten yang
mencirikan Standar Baru. Di bidang keaksaraan, penelitian telah menunjukkan
dampak positif dari akuisisi membaca bahasa pertama (L1) . Selanjutnya, L1
kemampuan membaca telah secara konsisten terbukti berhubungan dengan bahasa
kedua (L2) membaca dan menulis terlepas dari bahasa ibu . Namun, asosiasi
tersebut sangat terkait dengan tingkat L2 kemampuan, yang menggarisbawahi
kebutuhan untuk program bilingual secara aktif mengembangkan kedua L1 dan L2.
Standar Baru untuk bahasa lisan mengharapkan siswa untuk menyajikan pemikiran
mereka sendiri dan memahami perspektif orang lain). interaksi kelas yang
memungkinkan negosiasi ide dan makna mendorong pembelajaran semacam ini.
Dalam lingkungan yang mempromosikan siswa bilingualisme cenderung merasa
terhambat untuk berpartisipasi karena semua saluran linguistik
terbuka untuk digunakan, yang memungkinkan untuk beralih kode bebas dan
dengan demikian konsentrasi pada topik daripada berjuang untuk menemukan
kata-kata .Selanjutnya, ketika siswa berfungsi dalam bahasa yang lebih lemah,
akuisisi konten menjadi lebih menantang. Ketika pelajar bahasa Inggris yang
terkena instruksi konten dalam bahasa yang lebih kuat, mereka lebih cenderung
untuk memahami konsep instruksi, yang menetapkan panggung untuk
mempromosikan akuisisi bahasa kedua. Dengan dasar-dasar konseptual didirikan
melalui bahasa, pengajaran bahasa Inggris dapat mulai menarik perhatian siswa
untuk aspek yang lebih menonjol dari akuisisi bahasa kedua, termasuk sintaksis,
semantik, dan pengembangan morfologi. Sebagai komponen ini dari bahasa Inggris
berkembang, akses ke Standar Baru yang disediakan melalui pengajaran bahasa
asli harus mulai menampakkan lintas bahasa.
Manfaat Bilingualism. Standar baru yang menarik untuk sejumlah alasan, tidak
sedikit yang adalah bahwa mereka memerlukan siswa dan guru untuk
meningkatkan kognitif , memperhatikan ketat untuk bahasa dan bagaimana ia
digunakan Standar Baru mengharuskan mahasiswa untuk memahami representasi
simbolis dan untuk memecahkan masalah. Literasi tertanam dalam standar isi
untuk nilai sekolah membuat ini sangat jelas sebagai mahasiswa harus mampu
mengintegrasikan informasi visual ke dalam teks tertulis .translate informasi
kuantitatif atau teknis dinyatakan dalam kata-kata dan menerjemahkan informasi
secara visual dalam kata-kata
Kesimpulan
pendidikan bilingual dan pendidik memiliki kesempatan untuk memainkan peran
penting dalam konteks Standar Baru karena program ini dan guru-guru mereka
selalu memiliki inti dari bahasa instruksi dan pengembangan literasi, termasuk
bahasa akademis berfungsi dalam berbagai bidang kurikulum. Pada gilirannya,
Standar Baru positif dapat mempengaruhi program-program dan pendidik dengan
menekankan bahwa akuisisi konten sama pentingnya dengan akuisisi bahasa.